Children with phonological problems: a survey of clinical practice

Joffe, Victoria L.; Pring, Tim

doi:10.1080/13682820701660259

Cited by 123 publications

(184 citation statements)

References 20 publications

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“…Neste estudo, veri cou-se que tanto os escolares com dislexia como os escolares sem histórico de problemas de aprendizagem melhoraram seu desempenho em estratégias de percepção, discriminação, armazenamento e recuperação de informação silábica e fonêmica, conforme descrito em estudos internacionais 7,29 e estudos nacionais [12][13][14] .…”

Section: Discussionunclassified

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

et al. 2009

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, Ian Smythe (7) RESUMO Objetivos: comparar os achados da avaliação em situação de pré e pós-testagem em escolares com dislexia do desenvolvimento e escolares bons leitores submetidos ao programa de remediação fonológica e veri car a e cácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento. Métodos: participaram deste estudo 40 escolares de 2ª a 4ª série de ensino público do município de Marília-SP, de ambos os sexos, na faixa etária de 8 a 12 anos distribuídos em: GI: composto de 20 escolares com diagnóstico interdisciplinar de dislexia do desenvolvimento que foram submetidos a programa de remediação fonológica, GII: composto de 20 escolares sem di culdades de aprendizagem da rede municipal de ensino público, pareados segundo sexo, faixa etária e escolaridade com os escolares do GI que não foram submetidos aos programas de remediação. Em situação de pré e pós-testagem, todos os escolares foram submetidos à aplicação do Teste de Desempenho Cognitivo-Linguístico nas versões coletiva e individual, seguido de leitura oral e compreensão de textos. Resultados: foram evidenciadas diferenças estatisticamente signicantes, indicando que os escolares do GI e GII submetidos ao programa de remediação fonológica apresentaram desempenho superior em situação de pós-testagem em comparação com a situação de pré-testagem para a maioria das habilidades cognitivo-linguísticas avaliadas, incluindo a leitura e compreensão de texto. Conclusão: o programa de remediação fonológica para crianças com e sem dislexia do desenvolvimento foi e caz, sugerindo que a habilidade de relação letra-som deve ser utilizada em contexto de sala de aula favorecendo a leitura desses escolares.

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Section: Discussionunclassified

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

et al. 2009

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“…261 In line with UK findings, the choice appeared to be influenced primarily by financial constraints although factors such as validity and reliability, versatility, efficiency, ease of administration and familiarity are also important. 132 …”

Section: Assessmentmentioning

confidence: 99%

“…For some of the themes, for example 'speech', the level of associated theory and research was considerable, with unresolved competing theoretical positions. In comparison to this plethora of theory, practitioners' perspectives are relatively simple, a view suggested by Joffe and Pring, 132 who found that SLTs would focus on only one aspect of a child's presenting problem rather than a more in-depth analysis of the whole picture.…”

Section: Functional Communication ✗mentioning

confidence: 99%

“…However, therapists report a limited number of assessments that provide evidence of children's communication performance in everyday environments. 132,253,[291][292][293] In terms of which assessments or methodologies were found to be routinely employed to identify therapy aims, practice is not consistent across services or therapists. We found that therapists use mixed methods of data collection to provide information about children's communication in both ideal (capacity) and functional (performance) contexts.…”

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confidence: 99%

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Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

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“…Those are likely to have difficulties with all aspects of phonological awareness including discriminating between sounds, holding several sounds in their short-term memories and blending sounds. Both real and pseudo words will be affected [1]. Phonological disorder will involve some delay, but also the use of phonological processes that are atypical, inconsistent or not following the expected pattern of phonological development.…”

Section: Introductionmentioning

confidence: 99%

Clear Speech Perception in Specific Language Impairment and Delayed Language Affecting Phonology Children

Mawgouda

Aboudb

Hassanc

2017

JOENTR

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Purpose: To evaluate the performance of children with specific language impairment (SLI) and delayed language affecting phonology on Arabic clear speech.Method: This prospective case-control study included 30 children suffering from SLI and delayed language affecting phonology with multiple phonological processes and 30 control children. Both groups were evaluated for their performance on the standardized Arabic clear speech test material. All participants have been assigned randomly to the study from the Phoniatrics outpatient clinic. Results were compared between the two groups.Results: A significant clear speech advantage was observed in intelligibility for all participants. Clear speech advantage in children with SLI and delayed language affecting phonology was 32 % over conversational speech (P = 0.002). Conclusion:Children with SLI and delayed language affecting phonology performed better on clear speech than on conversational speech. This study suggests the use of clear speech in evaluation and remediation of children with SLI and delayed language affecting phonology in order to correct their phonological processes and improve their ability to communicate.

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Children with phonological problems: a survey of clinical practice

Abstract: This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent

Cited by 123 publications

References 20 publications

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Clear Speech Perception in Specific Language Impairment and Delayed Language Affecting Phonology Children

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